Child Care and Early Education Research Connections

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Explore our collection of gray research literature (e.g., publicly available reports and briefs published by government agencies, and for-profit and nonprofit organizations), peer-reviewed journal articles, survey instruments, webinars, and descriptions of projects funded by the Office of Planning, Research, and Evaluation. Learn more about the scope of our collection.

You can filter your results by keyword, date, resource type, topic, location (state in which the data were collected), grant (federally funded grant that supported the research), publisher, funder, and author. And you can indicate whether to include resources with data from all states, full text, and peer-reviewed research.

Displaying 1 - 11 out of 11 results
Sonnenschein Susan, Metzger Shari R., Dowling Rebecca, Baker Linda, March/April 2017
Reports & Papers
Peer Reviewed
The association between monolingual children's early language abilities and their later reading performance is well established. However, for English language learners, the pattern of associations between early language skills and later literacy is…
Bornfreund Laura, Cook Shayna, Lieberman Abbie, Loewenberg Aaron, November, 2015
Reports & Papers
To determine whether and how states are trying to address this problem, New America's Early & Elementary Education Policy team developed a B-3rd state policy framework informed by research and discussions with other early education experts. Our…
Slaby Marie H., 2014
Reports & Papers
In the last fifteen years dramatic changes have occurred in early childhood education, particularly in early literacy. Responding to the research, public libraries have transformed their services to young children and caregivers. In 2004, the Public…
Diamond Karen E., Baroody Alison E., March, 2013
Reports & Papers
Peer Reviewed
Associations among children's writing and alphabetic skills were examined in a sample of 502 prekindergarten children who were at risk of academic failure because they came from poor families, spoke a language other than English at home, or had an…
Lopez Lisa M., October-December 2012
Reports & Papers
Peer Reviewed
The developmental progression hypothesis for phonological awareness states that children perform better on lower level tasks and has been addressed mainly in the literature with children beginning at age 5. In addition, there has been a limited…
Landry Susan H., Anthony Jason L., Swank Paul R., Monsegue-Bailey Pauline, May, 2009
Reports & Papers
Peer Reviewed

An investigation into the effect of the Center for Improving the Readiness of Children for Learning and Education (CIRCLE) Preschool Early Language and Literacy Training professional development intervention coupled with 4 combinations of…

Phillips Beth M., December 15, 2008
Reports & Papers
An evaluation of the emergent literacy outcomes of participation in Super WHY! Reading Camp, a week-long summer literacy program for preschool-age children, based on pre- and post-test assessments of 454 children who participated in 2008
Paez Mariela M., Tabors Patton O., Lopez Lisa M., March-April 2007
Reports & Papers
Peer Reviewed
An examination of bilingual preschool children's oral language and emergent literacy skills as compared with the skills of a sample of monolingual, Spanish-speaking preschool children in Puerto Rico
Serpell Robert, Baker Linda S., Sonnenschein Susan, 2005
Reports & Papers
A longitudinal study examining the literacy development of African American and European American children with low-income and middle-income backgrounds between prekindergarten and third grade
Daniels Janese K., 2004
Reports & Papers
An examination of the use of home literacy activities in African American Head Start families and the effect of these activities on preschool children's language and literacy development
Sonnenschein Susan, Munsterman Kimberly, 2002
Reports & Papers
Peer Reviewed
An examination of the effect of home reading interactions (quality, comments made while reading) on low income children's literacy development (phonological awareness, print orientation, story comprehension) and reading motivation